1. School Climate Transformation Grant

2. SSAISD Learner Profile ▪Reflects to set personal goals ▪Is an accomplished reader ▪Employs digital skills ▪Is an industrious and resourceful problem solver ▪Communicates and collaborates effectively ▪Thinks critically, dynamically and progressively ▪Is receptive to constructive criticism for personal growth ● Is creative and innovative ● Is independent and confidently takes risks ● Is objective and flexible to different views ● Demonstrates integrity ● Models appropriate social skills ● Uses leadership skills productively ● Is an honorable citizen

3. School Climate Transformation Project ▪ The School Climate Transformation Grant was awarded to South San Antonio ISD in 2014; it is a 5 year grant. ▪ The grant requires district-wide implementation of Positive Behavioral Interventions and Supports (PBIS) and additional multi- tiered programs. ▪ Training is being provided to all campuses and personnel within a specific feeder pattern system each year. ▪ A Climate Grant Director, Coordinator, Behavior Specialist, and 4 PBIS Facilitators are currently working with all elementary and 4 middle school campuses to implement the PBIS framework.

4. School Climate Transformation Project Purpose To develop and expand systems of support for, and provide technical assistance to, campuses within SSAISD in implementing a multi-tiered behavioral framework to improve school climate and behavioral outcomes for all students.

5. Training and Implementation Schedule Shepard Feeder Pattern  Training 2014-2015  Implementation 2015-2016 Dwight Feeder Pattern  Training 2015-2016  Implementation 2016-2017 Kazen /Zamora Feeder Pattern  Training 2015-2016  Implementation 2016-2017 South San High School  Training Spring 2017  Implementation 2017-2018

6. Positive Behavioral Interventions and Supports (PBIS) ▪ It is based on the premise that all students can benefit from well implemented, evidence–based practices for improving student behavior. ▪ School– wide PBIS provides a comprehensive framework that can be used to design a system of behavioral supports for all students. ▪ PBIS provides for informed decision-making, based upon data analysis that guides the process of assessing student needs and providing additional levels of behavioral support. Multi-Tiered Systems of Supports Tier 1 Universal Interventions (All Students) Tier 2Targeted Interventions (Some Students) Tier 3Intensive Individualized Interventions (Few Students) 6

7. Multi-Tiered Systems of Support

8. Campus PBIS Leadership Team Each campus has a team that has been trained in the practices and processes of school-wide PBIS to actively SUSTAIN the implementation.

9. ▪ Lead and facilitate implementation of PBIS ▪ Meet on a regular basis ▪ Gather, summarize and analyze data ▪ Regularly share information on PBIS with all staff ▪ Represent peers ▪ Share enthusiasm/encouragement for PBIS ▪ Provide effective staff development ▪ Drive the continuous improvement cycle ▪ Build capacity Campus PBIS Leadership Team Responsibilities 9

10. Administrator’s Responsibilities in PBIS Implementation  Leadership  Vision  Commitment  Accountability  Encouragement  Empower  Model and lead by example 10

11.  Provide direction  Keep things moving  Provide resources  Provide on-site assistance  Collect meaningful data  Monitor progress  Build capacity PBIS Facilitator’s Responsibilities 11

12. Behavior Specialist’s Responsibilities  Identifies and assesses the learning, development, and adjustment of individual students and groups at schools implementing PBIS, as well as the environmental factors that affect student outcomes.  Uses assessment data about the student and his/her environment to develop appropriate interventions and programs.  Provide interventions to support the teaching process and to maximize student learning and outcomes.  Provide consultation to parents, teachers and other school personnel, as well as community agencies.  Assists in the planning, development, and evaluation of programs to support individual student and group needs.

13. School Climate Transformation Grant (SCTG) Goals 1.An annual decrease in office disciplinary referrals. 2.An annual improvement in attendance rates. 3.An annual decrease in suspensions and expulsions, including those related to possession or use of drugs or alcohol. 4.An annual increase in the number of campuses implementing the PBIS framework with fidelity.

18. Goal 4: An annual increase in the number of campuses implementing the PBIS framework with fidelity ▪ The SWPBIS Tiered Fidelity Inventory (TFI) provides a valid and reliable measure of the extent to which a campus is implementing the tiered features of school-wide positive behavioral interventions and supports. ▪ The TFI is completed at 3 points in the school year to guide implementation and sustained use of SWPBIS. ▪ TFI scores reflect the percentage of SWPBIS implementation. ▪ All campuses in the Shepard feeder pattern have shown an increase in their TFI scores.

19. PBIS Continuous Improvement Cycle

20. The Universal training will build the capacity within South San Antonio Independent School District to sustain PBIS beyond the period of federal funding for School Climate Transformation Project. School Climate Transformation Grant